Service Learning is a teaching method that combines servicing the community and connecting it to what is being taught in a class (Service Learning, n.d.). This helps students further understand their classwork by applying it to the real world. It is more than a volunteering or an internship experience because it includes a direct link to course material (Service-Learning Definition, n.d.).
There are many benefits to Service Learning. It increases the students learning both socially and academically. Through this teaching method character is developed, as well as, life skills needed to be a part of a community. The students work on projects that will make a difference. They also learn about issues that affects their community or others (Service-Learning, n.d.).
A Service Learning project can be directly connected to the students’ classwork. In some schools the students can be graded on their activities based on their contributions to the community. There are seven elements that make a high quality Service Learning program. They are the integrated learning, collaboration, high quality service, student’s voice, reflection, civic responsibility, and evaluation. Service Learning consists of four types: Direct Service Learning, Indirect Service Learning, Research-Based Service Learning, and Advocacy Service Learning (Service-Learning, n.d.).
Direct Service Learning is when the students directly affect the individuals they are servicing. An example is tutoring other students. Through this students learn personal responsibility, interpersonal skills, and problem-solving. The students can see the big picture, be dependable, and learn how to get along with different individuals (Service-Learning, n.d.).
Indirect Service Learning is when the students work on a wide range issue. These projects have specific benefits to the environment or community. Examples of Indirect Service Learning are putting together a town’s history, restoring old homes, and restoring the ecosystem. Students learn teamwork skills, organizing, prioritizing, cooperation, and playing different roles (Service-Learning, n.d.).
Research-Based Service Learning involves students finding, gathering, and presenting information on areas of interest. Examples include translating community guides into another language for foreign individuals, and studies on water testing in the community. This involves conducting studies, interviews, and surveys. The students learn how to assess, test hypotheses, evaluate data, and work systematically (Service-Learning, n.d.).
Advocacy Service Learning involves the students educating others about public interest topics. This is used to create awareness of the issue and act on it. Examples are students working on drafting legislation with elected officials to better the community, and teaching the community on disaster preparation or fire safety. The students learn rules, systems, and processes. Also, the students learn to work with adults, persevere, and become involved citizens (Service-Learning, n.d.).
In 1994, Janet Eyler and Dwight Giles conducted a study on the benefits of Service Learning. The study showed that the students in Service Learning were more motivated to work harder and learned more compared to those students who were not in Service Learning. They showed a deeper understanding of their course work, as well as, remembered the course material. The students really felt like they made a difference in the community. This study also showed that the Service Learning program connects the school with its community (Adele H. Stamp, n.d).
There are many benefits to Service Learning. It increases the students learning both socially and academically. Through this teaching method character is developed, as well as, life skills needed to be a part of a community. The students work on projects that will make a difference. They also learn about issues that affects their community or others (Service-Learning, n.d.).
A Service Learning project can be directly connected to the students’ classwork. In some schools the students can be graded on their activities based on their contributions to the community. There are seven elements that make a high quality Service Learning program. They are the integrated learning, collaboration, high quality service, student’s voice, reflection, civic responsibility, and evaluation. Service Learning consists of four types: Direct Service Learning, Indirect Service Learning, Research-Based Service Learning, and Advocacy Service Learning (Service-Learning, n.d.).
Direct Service Learning is when the students directly affect the individuals they are servicing. An example is tutoring other students. Through this students learn personal responsibility, interpersonal skills, and problem-solving. The students can see the big picture, be dependable, and learn how to get along with different individuals (Service-Learning, n.d.).
Indirect Service Learning is when the students work on a wide range issue. These projects have specific benefits to the environment or community. Examples of Indirect Service Learning are putting together a town’s history, restoring old homes, and restoring the ecosystem. Students learn teamwork skills, organizing, prioritizing, cooperation, and playing different roles (Service-Learning, n.d.).
Research-Based Service Learning involves students finding, gathering, and presenting information on areas of interest. Examples include translating community guides into another language for foreign individuals, and studies on water testing in the community. This involves conducting studies, interviews, and surveys. The students learn how to assess, test hypotheses, evaluate data, and work systematically (Service-Learning, n.d.).
Advocacy Service Learning involves the students educating others about public interest topics. This is used to create awareness of the issue and act on it. Examples are students working on drafting legislation with elected officials to better the community, and teaching the community on disaster preparation or fire safety. The students learn rules, systems, and processes. Also, the students learn to work with adults, persevere, and become involved citizens (Service-Learning, n.d.).
In 1994, Janet Eyler and Dwight Giles conducted a study on the benefits of Service Learning. The study showed that the students in Service Learning were more motivated to work harder and learned more compared to those students who were not in Service Learning. They showed a deeper understanding of their course work, as well as, remembered the course material. The students really felt like they made a difference in the community. This study also showed that the Service Learning program connects the school with its community (Adele H. Stamp, n.d).
References
Adele H. Stamp Student Union - Center for Campus Life > Leadership & Community Service
Learning > Academic > Faculty Service-Learning > Defining Service-Learning and its Importance. (n.d.). Adele H. Stamp Student Union - Center for Campus Life > Home Page. Retrieved October 4, 2013, from http://thestamp.umd.edu/leadership_community_service_learning/academic/faculty_service-learning/defining_service-learning_and_its_importance
Service Learning - What Service-Learning is Not. (n.d.). Baltimore County Public Schools. Retrieved October 4, 2013, from http://www.bcps.org/offices/service_learning/serv_learn_isnot.html
Service-Learning. (n.d.). Service-Learning. Retrieved October 4, 2013, from http://servicelearning.mysdhc.org/
Service-Learning Definition. (n.d.). Brigham Young University - Idaho. Retrieved October 4, 2013, from http://www2.byui.edu/ServiceLearning/subpages/fgdefinition.htm
What is Service-Learning? - YouTube. (n.d.). YouTube. Retrieved October 6, 2013, from http://www.youtube.com/watch?v=qDAQDg56VDs
Posted By: Bridget Anderson